The impact of aided speech audibility and auditory perception in language development of children with sensorineural hearing loss

辅助言语可听度和听觉感知对感音神经性听力损失儿童语言发展的影响

• 批准号: 2439058
• 金额: --
• 依托单位: University of Cambridge
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2439058
• 关键词: impact; aided; speech; audibility; auditory

Although there have now been several international large-scale longitudinal studies assessing outcomes for children with hearing loss, there is no current data for the UK population and current studies have not looked specifically at the role of auditory perception in predicting language outcomes. This doctoral proposal stems from a programme of work that is being undertaken at the MRC Cognition and Brain Sciences Unit (CBU), University of Cambridge, as part of Dr Lorna Halliday's MRC Senior Fellowship in Hearing Research, which will examine the communication, language, social, emotional and behavioural (SEB), and academic abilities of a cohort of primary-school age children with mild-to-profound SNHL who were identified at the newborn screen. For this doctoral proposal we will specifically investigate the impact of audiological factors in language development of children with SNHL. children aged 4-11 years will complete an ageappropriate battery of standardised and experimental psychometric and psychophysical assessments at two intervals. We hypothesize that oral language abilities will be predicted by audiological factors such as aided audibility and type of technology fitted as well as auditory processing measures. We would expect better performance on these measures to be associated with better outcomes in this group of children.

尽管现在已经有几项国际大型纵向研究评估了听力损失儿童的结果，但目前还没有关于英国人口的数据，目前的研究也没有专门研究听觉在预测语言结果中的作用。这项博士建议源于剑桥大学MRC认知和脑科学部(CBU)正在进行的一项工作计划，该计划是Lorna Halliday博士MRC听力研究高级研究员的一部分，该计划将检查一组在新生儿筛查中发现的患有轻度到重度SNHL的小学适龄儿童的沟通、语言、社交、情感和行为(SEB)以及学习能力。对于这项博士提案，我们将专门研究听力因素对SNHL儿童语言发育的影响。4-11岁的儿童将在两个间隔内完成一系列与年龄相适应的标准化和实验性心理测量和心理物理评估。我们假设，口语能力将由听力因素预测，例如辅助听力、安装的技术类型以及听觉处理措施。我们预计，这些措施的更好表现将与这一儿童群体的更好结果相关。